Middle Year Program Overview

The SIS Special Middle Years Programme offers an educational approach that embraces yet transcends traditional school subjects. While insisting upon thorough study of the various disciplines, this programme accentuates the interrelatedness of them and so advances a holistic view of knowledge. Children are encouraged to develop intercultural understanding of their own history and traditions. In stressing communication, this programme places fundamental importance on achieving firm command of one’s own language and on the acquisition of a foreign language for effective conversation. It also aims to develop the awareness of the media and information technology.

The SIS Special Middle Years Programme is designed for students in the age range of 11-14 years. It is a complete and coherent programme that provides a framework of academic challenge and life skills appropriate to this stage of adolescence, woven through the treats of emotional and multiple intelligences. Because the educational philosophy and goals of this programme are consistent with the Primary years programme, this serves as an excellent preparation for the Diploma Programme through IGCSE (Grade-IX & X). Additional inputs of Science, Mathematics and English are cutting edges of this special programme. The process of assessment is in consonance with SIS Special Middle Years Programme and preparation for IGCSE. The training of the faculty which is a challenge in the ever changing academic scenario has been taken care by making all arrangements to enrol our faculty for national and international workshops targeted to enhance, their pedagogical and content knowledge from time to time.

The student’s intellectual, social and emotional development is the focus of the SIS Special Middle Years Programme. The approaches to learning through Multiple Intelligence and Emotional Intelligence form the distinctive core of the circular curriculum model of SIS Special Middle Years Programme. The curriculum model places utmost importance on child centred teaching and learning .It encompasses the six traditional subject groups namely English, Math, Science, Computer Technology, Humanities and Second Language (French, Spanish & Hindi) and non-academic subjects like Physical Education, Theatre, music & Visual Art. The approaches to learning is the flagship element of the programme which provides new dimension to child centric approach to teaching and learning. These are not mere academic subjects but common themes embedded within and visible across the specific disciplines.

Curriculum

ENGLISH (Language- A):

To enhance the students’ skills in listening, speaking, reading and writing the English language the curriculum is divided into literature and language.

In literature, in each grade, two novels are completed during each year- one classic and one contemporary, along with some short stories, poems and play. The literary text constitutes the core of each unit’s activities and assessment.

In language, emphasis is given to creative writing (which includes composition, summary, dialogues, poems, letter writing etc.), unseen comprehension and some formal grammar.

In Grade 6 and 7 the assessment is Criteria based wherein the students are assessed on their Reading Writing and Usage skills. In Grade 8 the assessment is marks based, as the students are prepared for the Cambridge Checkpoint examination.

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ESL:

English as a Second Language’ is intended for those students who have been educated in their mother tongue (not English) and who do not normally speak English at home. A diagnostic test is taken by the student after arriving SIS. On the basis of these results a programme of instructions is designed at SIS to meet the identified needs. The tailored material makes the learning of English stimulating and motivating for the learners. The course encompasses the need to develop the necessary skills in order to prepare the students for an overtly multilingual World, through emphasis on the need for learning a new language exclusively for free communication.

MYP 1 and 2

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MYP 3

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Second Language: (French/Spanish/Hindi)

At Symbiosis the students learn foreign language as 2nd language and they have a choice of 3 languages (French/Hindi/Spanish).The main goal of this course is to expose students to the 2nd language with a communicative approach with a respect for and understanding of other languages and cultures.

This course aims at familiarizing the students with the language so that they are able to use it effectively, in the 3 main strands of the language, i.e. oral communication, written communication and visual communication. These strands are further organized into various sub strands which include listening, speaking, writing, reading, viewing and presenting. Each sub strand is addressed, taught and learnt separately. In this manner, a trans-disciplinary approach is facilitated, wherein the language is integrated into all areas of the curriculum. This enriches the students’ personal growth and helps foster better international understanding. In addition, the students are also introduced to some aspects of the culture through interactive audio visual methods and discussions. (Screening of films, learning songs, listening to the native speakers etc.)

In today’s world being bilingual is an additional asset to a learner and allows the student to communicate in a language other than his or her mother tongue.

French

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Spanish

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Hindi

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Mathematics:

Mathematics plays an essential role both within the school and in society. During the process of teaching, a sincere attempt is made to focus more on enjoyment of mathematics for lifelong learning and not merely emphasize on developing mathematical knowledge and skills. It is an endeavour to be able to inculcate in all students the ability to appreciate the beauty and usefulness of mathematics as a valuable instrument for social and economic change in society. In order to prepare the students for the Checkpoint Exam taken in grade 8, the curriculum is vertically aligned and planned according to the IGCSE syllabus. And from this year the marks system of assessment has been adopted to facilitate a smoother transition from grade8 to IGCSE.

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Science:

In SIS MYP science is discipline which is not confined to the text book. Keeping abreast with the latest developments in Science and Technology and discussing them in class helps the students gain more information. In the SIS Special Middle Years Programme science is taught through hands on experience and students understand the concepts through activities i.e. science laboratory work, use of computer technology in lessons. Students are encouraged to apply the knowledge beyond the classroom environment which makes learning more effective .There are reference books for Physics, Chemistry and Biology, each containing 15 chapters. So a total of 45 chapters are to be done in these three years. The chapters are divided according to the grade levels, so that all the chapters are done within the three years.

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  • The Check Point Exam which the children answer at the end of Grade-8 is based on all the three books. The children who opt for the Check Point have enough time for revision of the chapters done in Grade 6 and 7 in Grade-8.

    Humanities:

    The Humanities curriculum at SIS aims to enable all students to develop an awareness and understanding of the changing World and nations in which we live. We are particularly concerned with developing the geographical, historical, spiritual, economic, social, moral and political awareness of our students. These strands, however, have their own skills, rigour, and knowledge base, which are reflected in the establishment of discrete areas or subjects within Humanities. The subjects aim to enrich the appreciation of cultural and religious diversity and encourage students to work co-operatively, respecting each other, adults and their environment.

    Humanities facilitators are committed to teaching across these subject boundaries, where this is of benefit to students in MYP-1, 2 and 3, as part of a Humanities course. As students’ progress through the different subjects become increasingly important in helping students understand the strands within Humanities. In Years 9, and 10 students follow separate subject courses taught by specialist staff. The Humanities course in SIS MYP lays a foundation for students to choose subjects like Business Management, Environmental Sciences, and Economics etc. in year 9 & 10 of IGCSE

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    Computer Technology:

    MYP technology aims to provide the means and the context to help students become skilful problem solvers, who can appreciate the role of technology in everyday life and society and who can respond critically and resourcefully to real-life challenges. MYP Technology aspires to develop creative problem solvers who are caring and responsible individuals, able to respond critically and resourcefully to the demands of increasingly technological society and to appreciate the importance of technology for life, society and the environment.

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    Visual Arts:

    The visual arts scope and sequence framework identifies the major expectations of the MYP curriculum. These expectations are arranged into four strands: creative processes, elements of art and design, visual arts in society and reflection and appreciation. Each of the strands is addressed separately, although in practice they are interactive and interrelated elements.

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    Theatre Arts:

    Drama, as a discipline includes the development of creative skills, verbal and non-verbal expressions with technical incorporations. It also emphasises the importance of working individually and as a member of an ensemble. It is a powerful way of communication and also helps to understand the society.

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    Music:

    Music is so much part of everyday life that we never question its nature and purpose and existence in our life. As a universal part of all cultures, music exists in a great many forms, for a great many purposes and at many levels of complexity. It involves humans, both in making music and listening to music. Most importantly, music is an art that includes many concepts and techniques and uses them to inspire, imagine, invent and to express feeling. These are the features of listening and responding, performing and composing.

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    Physical Education (PE):

    Physical education is a part of the total educational program that contributes, through movement experiences, to the total growth and development of all children. Participation in physical education provides opportunities for self-expression, physical fitness and social interaction.

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